• 한국초등과학교육학회지:초등과학교육
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• 제22권2호
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• pp.181-191
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• 2003

In this study, the effects of metacognitive teaching strategy on the students' scientific inquiry ability and scientific attitude were investigated. For the study, two classes of fourth grade from an elementary school in Busan were chosen. Each class was assigned to the experimental group which metacognitive teaching strategy was applied to and the comparative group that traditional teaching method was applied to. The tests of scientific inquiry ability and scientific attitude were administered before and after the instruction period. The results of this study were as follows. There were significant differences between the experimental group and comparative group in scientific inquiry ability and scientific attitude. It was concluded that metacognitive teaching strategy was more effective in the improvement of students' scientific inquiry ability and scientific attitude.

• 한국초등과학교육학회지:초등과학교육
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• 제20권2호
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• pp.271-280
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• 2001

The purpose of this study is to investigate how free inquiry activities affects the scientific process skills and scientific attitudes of 5th and 6th of elementary school students. For this study, 265 elementary students from 5th and 6th grade in Seoul were selected. In comparison group 130 students were implemented and to the experimental group 135 students who did not the free inquiry activities were implemented. The result of this study is as follows: First, curiosity was the most affective factor that motivate free inquiry activities and made them select their topics. Most of the students invested for the inquiry activity in less than 3 weeks. They had some help in every stages. Students became interested in free inquiry activities because they learned new facts and enjoyed doing experiments and they wanted to continue for the same reasons. Second, free inquiry activities had little effect on the basic science process skills of the experimental group, compared to the control group at the significant difference of p=0.05. Third, free inquiry activities had considerable effect on the integrative inquiry process skills of the experimental group, compared to the control group at the significant difference of p=0.05. Fourth, the result of the post-test of the experimental group showed that free inquiry activities had no effect on scientific attitudes at the significant difference of p=0.05. In conclusion, free inquiry activities will be much more effective in developing integrative inquiry process skills than in developing basic scientific process skills and scientific attitudes.

• 과학교육연구지
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• 제44권2호
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• pp.205-213
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• 2020

이 연구에서는 디지털 탐구도구로 측정한 데이터를 활용하는 과학 탐구 수업에서 초등학생의 지식정보처리역량과 협력적 문제해결력에 미치는 영향을 알아보고자 하였다. 이를 위해 경남 S시의 초등학교 5학년 3개 학급을 실험집단, 3개 학급을 통제 집단으로 선정하였다. 통제집단은 전통적인 강의식 수업을 하였고, 실험집단은 과학데이터를 활용하는 과학 탐구 수업을 하였다. 수업 후 검사를 통해 다음과 같은 결과를 얻었다. 첫째, 과학데이터를 활용하는 과학 탐구 수업은 초등학생들의 지식정보처리 역량 향상에 도움을 주었다. 둘째, 과학데이터를 활용하는 과학 탐구 수업은 초등학생의 협력적 문제 해결력을 신장시켰다. 이상의 결과로부터 과학데이터를 활용하는 과학 탐구 수업은 초등학생의 지식정보처리역량과 협력적 문제해결력 향상을 위해 필요함을 알 수 있었다. 이번 연구를 바탕으로 향후 디지털 탐구도구로 측정한 데이터를 활용하는 과학 탐구를 활성화할 수 있는 구체적인 교수·학습 환경에 관한 연구가 필요하다.

• 한국초등과학교육학회지:초등과학교육
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• 제27권4호
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• pp.399-419
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• 2008

The purpose of this study was to develop performance assessment materials of scientific inquiry skills on 62 scientific activities in elementary science textbook for third and fourth grades. For this study, a total of 318 elementary teachers were sampled and surveys were carried out to examine the status of performance assessment of scientific inquiry skills in school. The classification system of assessment methods by Hart(1994) was also analyzed to create assessment strategy of scientific inquiry skills for elementary school students. Based on the quantitative data analysis, literature study and existing performance assessment materials analysis, performance assessment materials were developed and applied to science classes for third and fourth grades. Teachers and students were interviewed after the classes for asking about merits and improvements and the performance assessment materials were revised.

• 한국초등과학교육학회지:초등과학교육
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• 제26권3호
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• pp.341-358
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• 2007

The purpose of this study was to develop performance assessment materials of scientific inquiry skills on sixty scientific activities in elementary science textbook for fifth and sixth grades. For this study, a total of 500 elementary teachers were sampled and surveys were carried out to examine the status of performance assessment of scientific inquiry skills in school. The classification system of assessment methods by Hart(1994) was also analyzed to create' assessment strategy of scientific inquiry skills' for elementary school students. Based on the quantitative data analysis and literature study, performance assessment materials were developed and applied to science classes for fifth and sixth grades. Teachers and students were interviewed after the classes for asking about merits and improvements and the performance assessment materials were revised. This study can provide elementary school teachers with reliable sources for performance assessment of scientific inquiry skills utilized in their science classes.

• 대한지구과학교육학회지
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• 제3권3호
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• pp.209-218
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• 2010

In this study, we investigate the effects of instruction using science magic program on the scientific attitude and scientific inquiry ability in elementary students. For this study, it was chosen two classes of the forth grades J elementary school in Seoul. Instruction using science magic program was applied to the experimental group for 8 weeks during the school hours. The results of this study were as follows : 1. Science tasks applied science magic had influence on elementary learners' scientific attitude in positive way. 2. Science tasks applied science magic had valuable significance to observation, classification, data intepretation ability. However it had no valuable significance to scientific integrated inquiry.

• 한국초등과학교육학회지:초등과학교육
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• 제30권2호
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• pp.242-254
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• 2011

The purpose of this study was to understand the teaching effects according to the cognitive levels after conducting inquiry activities using science notebooks in the open inquiry activities of the elementary science class. The results of this study were as follow. first, students having the open inquiry activities using science notebooks showed improvement in scientific inquiry abilities in both groups with the low and high cognitive level. Second, regarding the changes of scientific attitudes, both groups with the low and high cognitive level exhibited improvement. According to the result of analyzing interaction between the cognitive level and class treatment on the effects for scientific inquiry abilities and scientific attitudes, there was no difference by the cognitive level. And the use of science notebooks in open inquiry activities had effects on improving scientific inquiry abilities and scientific attitudes regardless of the cognitive level.

• 한국지구과학회지
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• 제27권4호
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• pp.401-415
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• 2006

초 중고 과학 교육에서는 과학적 소양의 함양을 그 학습 목표로 하고 있으며 이를 위해서 학생들은 과학자들이 어떻게 과학적 지식을 정립해 가는지를 이해하는 과정이 필요하다고 주장하고 있다. 하지만 학교에서의 과학 탐구는 오로지 경험을 중시하는 실험 위주의 과학 탐구를 실행, 어떻게 자신들이 수집한 자료가 세운 이론에 합당한지를 밝히는 논증활동이 없다는 것이 문제점으로 지적되고 있다. 이 고찰 논문은 학교에서의 과학 탐구가 과학자들의 그것과 다르며, 실질적 과학 탐구의 실현을 위해서는 교사들이 탐구 자체의 정의, 목표 및 요소를 정확하게 이해하고, 과학적 논증기회를 부여하기 위한 적절한 교수 전략을 개발해야 함을 보여주고 있다.

• 과학교육연구지
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• 제41권3호
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• pp.318-333
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• 2017

본 연구에서는 2009개정 교육과정의 중학교 과학교과서에 포함된 탐구 활동이 기존 과학교육에서 강조되어왔던 탐구 기능과 구체적 학생 활동이 강조되는 NGSS의 8가지 과학 실천 측면에서 상호 분석되었을 때 어떤 특성을 나타내는지 생명과학 단원을 중심으로 분석하였다. 분석 결과 학년 구분 없이 탐구 기능에서는 '추리', 관찰', '분류' 순으로 많이 치중되었고, 과학 실천에서는 '자료 분석하고 해석하기'와 '설명구성하고 문제해결 고안하기'에 치우쳐 있었다. 이를 통해 중학교 교과서 내 생명과학 탐구 활동이 탐구 기능뿐만 아니라 과학 실천 요소에서도 다양성이 부족하며 제시하는 활동의 목표가 한정적이라는 것을 보여주었다. 또한 과학탐구 기능과 과학 실천 요소 각 상호 매칭작업을 통해 탐구 기능 중심에서 과학 실천으로의 이행 시 내용 관련성을 검토하고 교과서의 탐구 활동에서 보이는 결과와 비교 분석한 결과 사전 매칭분석에 비해 교과서 내 탐구 활동의 결과가 대체적으로 기초탐구-자료해석/기초탐구-설명고안에 치우쳐 있어서 단조롭게 매칭 되었다. 이는 교과서에 제시된 활동내용의 다양성이 부족함을 보여주는 결과라고 할 수 있다. 본 연구에서는 2009개정 교육과정의 교과서 분석을 통해 단순하고 다양성이 부족한 탐구 활동에서 벗어나 2015개정 교육과정을 구현해나가는 과정에 다양한 과학 실천 요소를 포함시키도록 하는 노력이 절실하게 요구됨을 제언한다.

• 한국과학교육학회지
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• 제13권2호
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• pp.152-162
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• 1993

The high school students' problem solving patterns and their features in scientific inquiry, especially on controlling variables and stating hypothesis have been investigated. The 8 problems on controlling variables and stating hypothesis were selected out of the scientific inquiry area in the experimental tryout of Aptitude Assessment for College Education, and had been used to find the patterns and their features. The results of findings are as follows: There were seven patterns in the process of solving problems. Five of seven patterns were found in right answers and four patterns in wrong answers. Two patterns were found in both right and wrong answers. Some students could solve the problems even though they did not understand the elements of the scientific inquiry, controlling variables and stating hypothesis. The false application of physics concepts, misunderstanding about the elements of the scientific inquiry and using unrelated experience and conjectures were the features of students' wrong answers. On the other hand, the right application of physics concepts, understanding and applying the elements right, infering answers from the tables and figures on statements of suggested problems were the features of right answers. The further studies on this kind may helpful to find the higher mental abilities related to scientific inquiry and to develop tools for testing students' scientific inquiry thinking skills.